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Andrew Aquino‐Cutcher
French Coordinator Harold Washington College
Jacqueline Cunningham
Department Chairperson ELL and World Languages
CCC Study Abroad: Summer 2019
DRAFT
Lillian Martinez HWC
Ariana Bautista HWC
Jasmine RuedaHWC
Toi Pearson KKC/HWC
Marlene MironHWC
Bryan DicterHWC
Mia Nouguier HWC
Lileana Calvillo HWC
Vanessa Sandoval HWC
David DeGooyerHWC
CCC Delegation: Paris, France ‐ La Sorbonne, Summer University
DRAFT
CCC Paris Study Abroad Model French LanguageFrench CultureFrench Civilization• #CCCParis 2019• 6 weeks intensive prep at HW• Sorbonne in a 2‐week 20‐hr. a week French immersion course at
their level per Sorbonne placement exam.• Assignments, daily lessons and cultural outings delivered to their
phones.• Metronome Projects based on the 20 centuries of history of the
Paris metro and streets.DRAFT
Housing: Cité Universitaire – American Foundation
DRAFT
CCC Partners: Cultural OutingsVFW: 14 July Parade Sister Cities International : Paris City Hall & Eiffel Tower Faculty Alumni: Le Procope
DRAFT
Student Projects: Language, Culture, Civilization
DRAFT
The Delegation Thanks You—the many supporters of CCC 2019 Study Abroad.Walter E. MasseyChairCity Colleges of ChicagoBoard of Trustees
Elizabeth Swanson Vice ChairCity Colleges of Chicago Board of Trustees
ClarisolDuqueSecretaryCity Colleges of Chicago Board of Trustees
Karen KentCity Colleges of ChicagoBoard of Trustees
Peggy A. Davis City Colleges of Chicago Board of Trustees
Darrell A. WilliamsCity Colleges of Chicago Board of Trustees
Deborah H. Telman City Colleges of ChicagoBoard of Trustees
Lisa Kohnke Director of Strategic Partnerships and Global Affairs: Office of the MayorDavid LangloisRelations Amériques et Océanie Délégation Générale aux Relations Internationales
Adrienne TongateInterim Executive Director Chicago Sister Cities International
Me. Renee JohnsonSister CitiesChicago/Paris
Andre RakotoDirector, Paris Veterans and War Victims Office
Guillaume LaCroixConsul General of France to the Midwest
Sophie VassetDirectriceFondation des Etats Unis
Noëmi Haire-SieversRelations internationalesFondation des Etats-Unis
Juan SalgadoChancellorCity Colleges of ChicagoDr. Mark PotterProvostCity Colleges of ChicagoRalph PassarelliDirector of Risk Management City Colleges of ChicagoKent LuskVice President-Finance & Operations Harold Washington College
Angela Guernica2019 Director of Student ActivitiesHarold Washington College
Milton OwensDirector of Safety & SecurityHarold Washington CollegeBernessa TateAssistant Director -SecuritySecurity Services
Bernadette LimosDirector - Strategic Initiatives Harold Washington College
Marnee OstoaPresidentStudent Government AssociationHarold Washington College
Caroline SchoenbergerProfessorHarold Washington College
DRAFT
Developmental Education UpdateFebruary 13, 2020
DRAFT
CCC has assembled a Developmental Education Planning Committee. This committee is creating a plan to significantly improve developmental education outcomes.
• Performance measures: For the first time, City Colleges of Chicago is implementing key performance indicators (KPIs) that address the goal of creating momentum up to and through the successful completion of college‐level English and math in the first year.
• Examining broad range of solutions: The Developmental Education Planning Committee is taking a hypothesis‐driven approach to prioritizing solutions that address placement, design, delivery, and holistic student supports.
• Building off practices already underway at City Colleges: • City Colleges has already made strides to implement innovative practices in developmental
education. For example:o City Colleges offers co‐requisite support courses in math and English at each college. o Each college offers a non‐STEM math pathway. o Math faculty members have brought our math 090 course to Chicago Public School students,
allowing students to progress directly into college‐level math at CCC. o English faculty have streamlined the developmental sequence of courses by creating a 6
credit‐hour integrated reading and writing course (ENG 096, Aligned Reading and Composition)
2/11/2020DRAFT ‐ For discussion purposes only 2
Background
DRAFT
The percentage of students taking and passing college level English and math in the first year has remained stable
Methodology: Taking & Passing College Level KPI methodology as of 1/7/2020. See Appendix. Source: OpenBook, Student Classes & Student Terms / Data as of 10/22/2019/ Analysis as of 10/24/2019 / Further Questions, Contact: Nadia Richardson
Taking & Passing College‐Level English/Math in 1st Year
2/11/2020DRAFT ‐ For discussion purposes only 3
29%27%
43% 42%42%
English Math
25%
42%
28%
Fall 2015 (n ~ 6500)Fall 2016 (n ~ 6100) Fall 2018 (n ~ 6000)
Fall 2017 (n ~ 6500)
DRAFT
Taking and Passing College‐level English by Race/ Ethnicity
2/11/2020DRAFT ‐ For discussion purposes only 4
48%
1341615135150
318
591
Asian Black
508557
47%
1567 1583
Hispanic
72
49%
74 72
Multi‐racial
29%
39%
296 260
46%
White
29%
44%
30%
48%43%
46%
54% 56%52%
Fall 2016 Fall 2017 Fall 2018
English Taking and Passing Rates by Ethnicity at CCC
Analysis Notes: Students are considered passing with a grade of A, B, or C. Source: CCC OpenBook, Student Terms and Student Classes/ Data as of 07/12/19/ Analysis as of 07/12/19/ Further Questions, Contact: Nadia Richardson
DRAFT
Taking and Passing College‐level Math by Race/ Ethnicity
2/11/2020DRAFT ‐ For discussion purposes only 5
31%
1084
317
15226%
134144
BlackAsian
17%
289 359953
White
1047
Hispanic
48
28%34%
40
41%
15%
Multi‐racial
201234
29%
209
39%45% 47%
18%
31%
41%36%
50
Fall 16 Fall 17 Fall 18
Math Taking and Passing Rates by Ethnicity at CCC
Analysis Notes: Students are considered passing with a grade of A, B, or C. Source: CCC OpenBook, Student Terms and Student Classes/ Data as of 07/12/19/ Analysis as of 07/12/19/ Further Questions, Contact: Nadia Richardson
DRAFT
Students Who Take and Pass College Level English in the First Year Have Significantly Improved Outcomes
OM+ 4‐yrs post‐entry by first English course taken, FA15 cohort
Notes: +CCC Outcome Measures methodology used to calculate outcomes. FS Read not used to establish FS placement in methodology. Source: OpenBook, OM Data Sheet and Student Tests/Accessed June 2019 for OM, 8/2/2019 for Students Tests/Further Questions: Whitney M. Marks
OM+ 4‐yrs post‐entry by first English course taken, FA15 cohort passed in 1‐yr
2/11/2020DRAFT ‐ For discussion purposes only 6
21% 14% 24% 27%4% 2% 5% 4% 4%1%3% 4% 3% 8% 6%3%4% 5%
15%16%
72% 72%52% 65% 49% 48%
6%English 98 English 99FS Writ
5%
2,268
9%9%
English 101 w coreq
6%
10%11%
4%
English 100 English 101
179 702 457 1,014 375
5% 6%Transfer to 2 yr
Not EnrolledEnrolled
Transfer to 4 yrCertificate CompleterDegree Completer
Small N
36% 19%38% 31% 31% 37%
2%5%
55%
4% 9% 7%3%4% 6% 4%
25%19%
41% 30% 42% 39% 37%
5%
English 98FS Writ English 101
9% 5%
English 99 English 101 w coreq
22675
English 100
10%8%
10%
11 363 287 1,655
7%5% 5% 11%
Not Enrolled
Certificate CompleterTransfer to 4 yrTransfer to 2 yrEnrolled
Degree CompleterDRAFT
Students Who Take and Pass College Level Math in the First Year Have Significantly Improved Outcomes
OM+ 4‐yrs post‐entry by first math course taken, FA15 cohort
Notes: +CCC Outcome Measures methodology used to calculate outcomes. SAT, ACT, Compass, and Aleks were used for placement. Source: OpenBook, OM Data Sheet and Student Tests/Accessed June 2019 for OM, 8/2/2019 for Students Tests/Further Questions: Whitney M. Marks
OM+ 4‐yrs post‐entry by first math course taken, FA15 cohort passed in 1‐yr
2/11/2020DRAFT ‐ For discussion purposes only 7
20% 27% 37%3% 1% 4% 4% 2% 5%5%3% 1% 5% 4% 4% 5%7%2% 6% 5% 5% 1% 6%4%
13% 23%
9%72% 59% 66% 56% 73%47% 37%
10%FS Math
3001/3002
11%
405
Math 99
945
FS Math 3003/3004
Math 118 with coreq
82
10%10%
Math 98
9%
Math 90
10%7%
11%
College Math
337 125 1,329 1,308 Not Enrolled
Degree Completer
Enrolled
Transfer to 4 yrCertificate Completer
Transfer to 2 yr
Small NSmall N
45% 45% 31% 44% 27% 34% 48%
9%4% 6%
5%4%
27% 18%6%
5% 6%8%
18% 27%
6%3%
14%5%
4%9%
50%39% 29% 39% 26%12%
935356
FS Math 3003/3004
Math 99
9%
11
Math 90
295
10%11%
FS Math 3001/3002
6%
9%
11
Math 118 with coreq
Math 98 College Math
70 22 Not Enrolled
Certificate Completer
Enrolled
Degree Completer
Transfer to 2 yrTransfer to 4 yr
Small N
DRAFT
• In Fall 2018 and 2019, 1 level below college is the co‐req. In 2017, this also included accelerated courses (like Arc).
• Because of changes in the English course sequence, YOY comparisons of placement are not “apples‐to‐apples.”
In Fall 2019, 65% of new, credential‐seeking students had remedial needs in English; 62% in Math
Remedial need in English for new, credential‐seeking students
Methodology: See AppendixSource: OpenBook, Student Tests / Data as of 10/22/2019/ Analysis as of 10/24/2019/ Further Questions, Contact: Nadia Richardson
Remedial need in Math for new, credential‐seeking students
2/11/2020DRAFT ‐ For discussion purposes only 8
Notes
5%14%
32% 32%24% 43%27%
57% 41% 41% 35%
9%
2017FA
College‐level 6,864
6%6%
2 levels below college
2016FA 2018FA 2019FA
6,197
1 level below college
Foundational Studies
6,274 4,848
9%
18%
Test change Course change
14% 17% 27% 24%26% 21% 15% 15%33% 25% 22% 23%
28% 37% 36% 38%
2018FA2016FA 2017FA 2019FA
College‐level1 level below college2 levels below collegeFoundational Studies
6,369 6,852 6,607 5,485Test change
Policy change
DRAFT
English course success rates improved in Fall 2019 at all levels
FA18 English course success for all students
Course enrollment not based on placement. Success defined as final grade of A, B, C, or S. Early College students have been excluded from college‐level success rates for Fall 2019 because, at the point of analysis, grades had not yet been submitted for these students.Source: OpenBook, Student Classes & Student Terms / Data as of 1/15/2020 / Further Questions, Contact: Delilah Perez, Whitney Marks, Nadia Richardson
2/11/2020DRAFT ‐ For discussion purposes only 9
41%(913)
44%(260)56%(325)
Foundational Studies
59%(1,294)
ARC English‐101only
English‐101+ co‐req
585 3,8612,207
62%(2,379)
38%(1,482)
1,631
65%(1,061)
35%(570)
Successful Not successful
61%(218)
Foundational Studies
39%(140)
61%(1,103)
ARC
39%(711)
English‐101+ co‐req
English‐101only
358 1,814 3,412
65%(2,207)
35%(1,205)
1,991
68%(1,346)
32%(645)
Successful Not successful
FA19 English course success for all students
DRAFT
Math course success rates improved in Fall 2019 at all levels
FA18 Math course success for all students
Course enrollment not based on placement. Success defined as final grade of A, B, C, or S. Early College students have been excluded from college‐level success rates for Fall 2019 because, at the point of analysis, grades had not yet been submitted for these students.Source: OpenBook, Student Classes & Student Terms / Data as of 1/15/2020 / Further Questions, Contact: Delilah Perez, Whitney Marks, Nadia Richardson
2/11/2020DRAFT ‐ For discussion purposes only 10
45%(522)
60%(573)
58%(840)
40%(380)
Foundational Studies
42%(609)
55%(642)
Math 90, 98 or 100
Math 99 College‐level Math
Math co‐req
953
60%(4,372)
1,164 1,449 409
64%(262)
36%(147)
7,25540%
(2,883)
Successful Not successful
45%(483)
812
Math co‐req
74%(600)
26%(212)
Foundational Studies
39%(2,485)
60%(643)
55%(594)
Math 90, 98 or 100
40%(424)
Math 99 College‐level Math
4811,077 1,067
70%(335)
30%(146)
6,353
61%(3,868)
Not successfulSuccessful
FA19 Math course success for all students
DRAFT
A sequential approach to preparing students for college‐level English contains multiple attrition points.
Notes: Waterfall course enrollment is within any term in student’s first yearSource: OpenBook, Student Tests & Student Classes/accessed 8/6/2019/Further Questions: Nadia Richardson
2/11/2020DRAFT ‐ For discussion purposes only 11
Waterfall from FS Placement to English 101, FA18 Cohort
53% 45% 44% 85% 76% 100% 100% 100% N/A 100%
FA18 to SP19 Retention
497
96
316
85
59
Did Not Enroll
English 96
Passed FS Writ
Did Not Enroll FS
17
Placed into FS
0
Enrolled in FS, Did Not Pass
Enrolled in English 96, Did Not pass
20
Passed English 96
17
Did Not Enroll
English 101
Passed English 101
0
Enrolled in English 101, Did Not Pass
12
Enrolled StandaloneEnrolled with Co‐req
• 64% of students who placed into Foundational Studies did not enroll in a FS English in the first year • Students who passed Foundational Studies had a noticeably higher retention rate than those who
did not enroll or pass the course
19%4% 0%
DRAFT
A sequential approach to preparing students for college‐level Math contains multiple attrition points.
Notes: Waterfall course enrollment is within any term in student’s first yearSource: OpenBook, Student Tests & Student Classes/accessed8/6/2019/Further Questions: Nadia Richardson
2/11/2020DRAFT ‐ For discussion purposes only 12
Waterfall from FS Math Placement to College Math, FA18 Cohort
54% 50% 51% 82% 75% 100% 100% 100% N/A 100%
FA18 to SP19 Retention
1,565
208
1,257
15341
100
Passed FS Math
Enrolled in FS
Math, Did Not Pass
Placed into FS Math
Did Not Enroll
FS Math
14
Did Not Enroll Dev Ed Math
Passed College Math
Enrolled in Dev Ed Math, Did Not pass
Passed Dev Ed Math
38
Did Not Enroll College Math
0 10Enrolled in College Math, Did Not Pass
2
Enrolled StandaloneEnrolled with Co‐req
• 80% of students who placed into Foundational Studies Math did not enroll in the course within the first year
13%3% 0%
DRAFT
Solutions
2/11/2020DRAFT ‐ For discussion purposes only 13
CCC is working with CPS to scale transitional math and pilot transitional English. Successful performance in transitional coursework allows students to enter CCC college‐ready.• Approximately 2000 students this year are enrolled in one of two transitional math
classes at CPS high schools (Quantitative Literacy or Pre‐Algebra).• Transitional math course success rate is approximately 60%.
Developmental Education Planning Committee is developing proposals based on the committee’s hypothesis‐making. The committee will report out to the Chancellor in April 2020.
Sample of hypotheses:• If students are advised to begin their math and English sequences in their first semester,
at whatever level they are placed, they will have a greater likelihood of persisting to the next semester.
• Our messaging to students and how we talk to them about their placement and their “college readiness” can have a significant impact, positively or negatively, on their sense of belonging and their persistence.
• Using high school GPA will more accurately place students at the highest level at which they have a reasonable chance to succeed.
• Student progression can be accelerated if students are allowed to demonstrate their competency and transition into college‐level coursework at any one of multiple frequent points.
DRAFT
Appendix
DRAFT
2/11/2020DRAFT ‐ For discussion purposes only 15
Math SequenceMath Placement Level 1
Math Placement Level 3
Math Placement Level 2
Math Placement Level 4
Math Placement Level 5
Math Placement Level 6 Math Level 7 Placement test alone cannot gain access to this level
Alek
s 19
or
below
Aleks 3
0‐45
Aleks 20‐
29Alek
s 46
‐60, ACT
21‐
23, SAT
530
‐570
Alek
s 61
‐10
0, ACT
24
+, SAT
58
0+
Alek
s 76
‐10
0, ACT
24
+, SAT
58
0+
Placement test score on the left places into respective level or satisfactory completion of connected course.
FS MATH 3001/3002Mathematics Refresher 1 & 2
Math 140 + Math 040College Algebra and CoRequisite Math 040
MATH 90 Mathematical Literacy
Math 100Intro to College Mathematics
Math 143 Pre CalculusMath 140
College Algebra
Math 125 Introductory Statistics
Math 121Elem. Ed. Math 1
Math 118 General Education
Mathematics
Math 204 Calculus for Business/Social Sciences
Math 146 Discrete Mathematics
Math 144 Finite Mathematics
Math 141 Plane Trigonometry
Math 207 Calculus and Analytic Geometry I
MATH 98 Beginning Algebra with
Geometry
FS MATH 3003/3004Mathematics Refresher 3 & Elem.
Algebra
MATH 99 Intermediate Algebra with Geometry
***Completion also allows progression into Math 118 and Math 125 (not displayed with arrows)
Math 122 Elem. Ed. Math 2
Math 208 Calculus and Analytic Geometry II
Math 209 Cal culus and Analyti c Geometry III
Math 210 Di fferentia l Equati ons
Math 212 Li near Algebra
City Colleges of Chicago Math Sequence
Please refer to the Academic and Student Policy Manual and the Academic Catalog for most up to date information. Created 9/12/18
Math 118 + Math 018General Education Math and CoRequisi te Math 018
Math 125 + Math 025Introductory S tatisti cs and CoRequisi te Math 025
Placement Test LegendAleks – CCC utilizes this placement test in the Student Portal as well as all college’s testing centers.
SAT – Test Administered through College Board, presently used in CPS high Schools for college placement.ACT – Common U.S. college admission test frequently taken while in high school.
DRAFT
Decision Support, Office of Strategy & Academic Governance
2/11/2020 – DRAFT ‐ FOR DISCUSSION ONLY ‐ 16
CCC RTW score of 1
CCC RTW score of 2 or 3
CCC RTW score of 4 or 5
CCC RTW score of 6 or SAT Evidence Based
Reading and Writing 480+**
Foundational Studies Literacy
ARC English 096
English 101
English 101 and English 097**
English 102
Passes 096 & portfolio indicates no further support
needed
Passes 096 & portfolio indicates further support
needed
CCC RTW ESL 11
ESL Integrated 98
CCC RTW ESL 22
ESL Integrated 99
CCC RTW ESL 33
ESL Integrated 100
CCC English Sequence
**Students with SAT scores between 480 and 540 will be required to take the RTW test to determine placement in 101 or 101/097 or receive advisement to take an earlier course in the sequence. Informed student choice prevails
*Students taking 101/097 are only considered “English 101 eligible” for the purposes of meeting course prerequisites in 352 other courses if concurrently enrolled in 101/097
DRAFT
Taking & Passing• COHORT: all degree‐seeking students new to college in a given fall,
• including prior Early College students who have matriculated to credential‐seeking but not yet completed college‐level Math and/or English,
• including summer starters that also enroll in fall.• Reported by Home College in student’s 1st Fall.
• MEASURE OF SUCCESS: Earning a C or better in a Math/English course with PCS code of Baccalaureate/Transfer
• EXCLUDES BY SUBJECT: students who previously completed gatekeeper through Dual Credit, Dual Enrollment, AP exam or IB exam.
Remedial Needs: • Students with first credit term in a given fall, declared in a credential‐seeking program.• 2016FA – 2019FA: Placement Grid as of 05/09
(https://cccedu.sharepoint.com/:p:/g/DO/ds/teamsite/EeYn2AE_hHtCm2jSJhrYVwMBRF‐qgUM5DCcSwaH‐_l6h1g?e=tVtJNR)
• This excludes students who have prior credit enrollment at CCC and students who did not test in the subject.
2/11/2020DRAFT ‐ For discussion purposes only 17
Methodology notes:
DRAFT
Centers of ExcellenceFebruary 13, 2019
Regular Board Meeting
DRAFT
2/11/2020 – DRAFT ‐ FOR DISCUSSION ONLY ‐ 2
CCC Centers of Excellence
Organizational structure for CCC signature career programs – those aligned with the growing sectors in Chicago
Both focal points and launch pads for the critical sector‐based work that is necessary for creating quality pathways into jobs and careers.
Serve as the primary convener for industry expertise, providing a single point of contact for sector stakeholders
City Colleges of Chicago is committed to providing Chicagoans pathways to economic mobility through industry‐aligned career education programs.
7 ComprehensiveCommunity Colleges
DRAFT
2/11/2020 – DRAFT ‐ FOR DISCUSSION ONLY ‐ 3
Quality Innovation
AccessPartnerships
City Colleges of Chicago
Centers of Excellence
As focal points, Centers of Excellence are responsible for organizing resources and expertise for the purposes of Quality, Innovation, Access and Partnership.
DRAFT
2/11/2020 – DRAFT ‐ FOR DISCUSSION ONLY ‐ 4
•Pathways•Flexible scheduling•Program reach
• Labor Market Data• Advisory Council• Work based learning
•New programming•Capital improvement•Grants and funding•Continuing education
• Professional Development• Subject Matter expertise• Relevance• Assessment
Quality Innovation
AccessPartnerships
City Colleges of Chicago
Centers of Excellence
Equity
DRAFT
Quality Innovation
AccessPartnerships
Centers of Excellence – Harold Washington College Business and Professional Services
Equity
• 12 hours‐ Workforce Learning Interdisciplinary faculty training
• Official Department of Labor Registered Sponsor Site• American Bar Association Accreditation in progress
(Paralegal)• COE Program Advisory Councils
• Embedded Work based Learning (Accounting, Banking, Paralegal)
• Year Up, Aon, McDonalds, Walgreens, HAVAS Media, Facebook (On‐the‐Job Training Partners)
New programming in Cybersecurity, Web Development and Hospitality
Continuing Education Short‐Term Professional Certificates
City Colleges of Chicago
• Development of Prior Learning Assessment (PLA)• Customized Employment Training• Expansion of online Continuing Education
Solomon Cordwell Buenz (SCB) Internship
FB Digital Marketing Certificate Program
Continuing Education Courses
Partnership is Key to Quality
DRAFT
City Colleges of Chicago
Centers of Excellence – Truman CollegeEducation
Chicago Public Schools Stem Camp and Googlepalooza
Truman's Early Childhood Laboratory School
Quality Innovation
AccessPartnerships
Computer Science Affinity Group Meet Up
Campus and Beyond‐ Parent‐Community Cafe
• Men of Color in Education• Campus and Beyond• Chicago Early Learning Scholarship• The Truman Experience
• Chicago Public Schools• Department of Family and Support Services• Northwestern University and U of Chicago• Apple
• Teacher Professional Development• Leader in credentialing of the Early Childhood
Development Program for CCC
• ISBE Educator Endorsements• Pritzker Molecular Engineering (U of C)• Steambassadors• Community Learning Cafes
DRAFT
City Colleges of Chicago
Centers of Excellence – Wilbur Wright CollegeEngineering and Computer Science
IIT Signing Ceremony
Engineering Ideas Night
• Guaranteed Pathway to Engineering Bachelor’s Programs • Transfer rate 74% after 2 years• Engineering Pathways guarantee transfer to UIUC & IIT.
• 32 students at UIUC• 62 students at IIT (dual enrolled at no cost)
• Accenture currently employs 30 Wright College Alumni
Engineering Bridge Students
• $1M ICCB Workforce Equity Grant‐tuition‐free education for Austin residents (IT)
• Early College programs in CIS with CPS• 74% of AES students are of color• Summer research/internship opportunities: Chevron, Argon,
Princeton, NU, Onshore Security
• Transfer partnerships: UIUC, IIT, UIC and more• Engineering/tech organizations: DPI, ACS, SWE, SHPE, SASE• Business partnerships (and apprenticeships): Accenture,
Amazon AWS Educate, JP Morgan, UI, Chevron, SDI Presence, ITA, ISTC
Student apprentices @ SDI Presence LLC
• Engineering pathways & partners: AES, AGS, AS• $1.43M NSF Engineering Bridge grant• New curricula: Thermal Physics, Quantum Mechanics, Circuit
Analysis• Current IT: AS (CS Transfer), AAS (web & networking), BC (AC
/AAS coming soon) in cybersecurity
DRAFT
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